Nua Strategies Overview

NUA Strategies:
A Comprehensive Overview
NUA Strategies
Revised 4/23/08
NUA Strategies
Revised 4/23/08
Table of Contents
National Urban Alliance ..................................................................................... 6
NUAs Mission .................................................................................................. 6
NUAs Focus..................................................................................................... 6
NUAs Beliefs.................................................................................................... 6
NUAs Goals ..................................................................................................... 6
NUAs 5 Critical Experiences............................................................................ 7
NUAs 3 Stages of Learning ............................................................................. 7
NUA Pedagogical Flow Map .............................................................................. 7
NUA Instructional Strategies............................................................................. 9
NUA Explicit Strategy Instruction ...................................................................... 9
NUA Strategy Sources.................................................................................... 10
Comprehension ................................................................................................ 11
Pre-reading..................................................................................................... 11
Key Word Prediction ......................................................................................11
Strip Story (Scrambled Sentences)..............................................................11
Anticipation Guide. ..........................................................................................11
Essential Summaries ......................................................................................12
Flash Cards for Mastery.................................................................................12
List Group Label. .............................................................................................13
Possible Sentences. .......................................................................................13
During Reading............................................................................................... 13
Read Talk Write...............................................................................................13
Read Draw Talk Write. ...................................................................................14
Key Word Notes ..............................................................................................14
DRTA: Directed Reading-Thinking Activity. ...............................................14
CLOZE Procedure...........................................................................................14
Facts and Inferences ......................................................................................15
Note-taking .......................................................................................................15
Paraphrasing....................................................................................................16
Reciprocal Teaching .......................................................................................17
After Reading.................................................................................................. 17
Jigsaw ...............................................................................................................17
Journal or Learning Log .................................................................................17
Note-taking .......................................................................................................17
Paraphrasing....................................................................................................18
Think-Pair-Share. ............................................................................................18
Readers Theater. ...........................................................................................18
Quotable Quotes. ............................................................................................19
WWWWHWho, What, When, Where and How ......................................19
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Fluency.............................................................................................................. 20
Flash Cards for Mastery.................................................................................20
Writing Strategies............................................................................................. 21
Skills Practice ................................................................................................. 21
Imitation Writing...............................................................................................21
Taxonomies ABCs of Word Power............................................................21
Composing with Keywords. ...........................................................................21
Freewriting........................................................................................................22
Saturation Reporting.......................................................................................22
Writing Frames. ...............................................................................................23
Profiles ..............................................................................................................23
ABC Stories......................................................................................................23
Editing ...............................................................................................................23
Organization Formats for Genres of Writing ................................................... 24
Reasons, Causes, Results ............................................................................24
Premises, Premises........................................................................................24
Personifications and Interactions..................................................................25
Whos Who. ......................................................................................................25
I-Search Reporting..........................................................................................25
Grammar and Sentence Structure .................................................................. 26
Scrambled Word..............................................................................................26
Sentence Stretchers. ......................................................................................26
Vocabulary Development ................................................................................ 27
Defining Format ...............................................................................................27
Morphology and Etymology. ..........................................................................27
Act Out Adjectives and Adverbs ...................................................................28
Dancing Definitions .........................................................................................28
Waterfall............................................................................................................28
Rain Cloud........................................................................................................29
Phonics ............................................................................................................. 30
Highly Recurring Phonic Elements and Phonic Pattern Hopscotch with
Phonic Pattern Word Lists .....................................................................................30
Thinking Maps .................................................................................................. 31
The Frame........................................................................................................31
Circle Map ........................................................................................................32
Bubble Map. .....................................................................................................32
Double Bubble Map. .......................................................................................33
Flow Map ..........................................................................................................33
Tree Map ..........................................................................................................34
Brace Map. .......................................................................................................34
Bridge Map .......................................................................................................35
Multi-Flow Map. ...............................................................................................35
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Graphic Organizers.........................................................................................36
Concept Development ..................................................................................... 37
Cubing...............................................................................................................37
Frayer Model For Concept Development. ...................................................37
Waterfall............................................................................................................38
Rain Cloud........................................................................................................38
Priming For Units of Study.............................................................................. 39
Taxonomies: ABCs of Word Power..............................................................39
Metacognition. .................................................................................................39
Essential Summaries......................................................................................40
Carousel Brainstorming..................................................................................40
KWL chart.........................................................................................................41
List Group Label. .............................................................................................41
Quotable Quotes. ............................................................................................41
Math Problem Solving...................................................................................... 42
RAT Math (Read and Think Math) ...............................................................42
Geography ........................................................................................................ 42
Where in the World.........................................................................................42
Concepts........................................................................................................... 43
Concept List .............................................................................................................43
Content Concepts ...................................................................................................44
Resources......................................................................................................... 46
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National Urban Alliance

The NUA was formalized in 1989 as an extension of the College Board to improve
access to higher education for urban nonwhite students. In 1991 NUA was first
launched at Teachers College, Columbia University as a center for collaboration with
the College Board and targeted school districts.
NUAs Mission
The NUA's mission is to substantiate in the public schools of urban America an
irrefutable belief in the capacity of all children to reach the highest levels of learning
& thinking demanded by our ever-changing global community.
NUAs Focus
NUAs work is focused on learning & teaching. We build toward high intellectual
performance through students culture, language, and cognition. The focus is on
STUDENTS!
NUAs Beliefs
Intelligence is modifiable
All students benefit from a focus on high intellectual performance.
Learning is influenced by the interaction of CULTURE, LANGUAGE, and

COGNITION.
NUAs Goals
Expectation of high intellectual performance for all students.
Student learning and growth that demonstrates HIP on a variety of measures.
Professional development that motivates teaching toward HIP.
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NUAs 5 Critical Experiences
Responding to a variety of texts (fiction, non-fiction, expository, etc.)

Composing texts (oral and written)
Sustained reading of a variety of self-selected texts
Studying and mastering language patterns
Learning how to learn
NUAs 3 Stages of Learning
Priminggetting ready to learn, recalling prior knowledge

Processinginteracting with new information
Retaining for masteryreview, apply new information in new contexts
NUA Pedagogical Flow Map

The Pedagogical Flow Map is a frame for lesson planning and design. It consists of 12
distinct parts organized into three major sections: Priming, Process, and Retain for
Mastery. Using the PFM can help you design your lesson for maximum impact and
learning. The 12 parts are outlined below.
Priming
o Introduction
The introduction is primarily used for three things:
Articulating and introducing students to the standard(s) and
objectives that you will be teaching. (Let your standards and
objectives pick your strategies.)
Letting students know how they will be assessed at the end of the
lesson(s). Provide them with an example.
Examine the entire process of the lesson from whole to part.
Concept Development
This section introduces the students to the big idea or concept that you
are teaching under. Using a big idea or concept helps students to make
connections and think conceptually. It also helps to provide a frame of
reference as to why they are being asked to learn what is being taught, as
well as, engage them more deeply in the curriculum. For concept ideas
please see the Concept List at the end of the book.
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o Vocabulary Development
The vocabulary development section of the PFM is used for teaching new
vocabulary and connecting to prior knowledge. You are trying to build on
what they already know and help them make connections to the material.
You want to set them up for success.
o Skill Development
Use the skill development section to teach the new strategy that students
will be learning to learn the new material. Use already learned material to
teach the new strategy. This way, students can focus on learning the
strategy and not learning the strategy and new material. Let your
standard and purpose pick the strategy you will use. For example, if the
standard asks students to compare and contrast, choose a strategy that
compares and contrasts like a Double Bubble.
Process
o Teach the Lesson
This is where the process section of the PFM begins and where you
Teach the lesson. It may be introducing a text, doing a lab, or solving a
problem.
o Mediate for Mastery
This section is for examining how well did students process whatever was
taught. Whos got it and who does not? Who needs more? For someone
lost, ask where was the last place you understood? Go back to the PFM
and find that spot and work from there.
o Teacher (Self) Reflection
In this section, examine the lesson as if you have no evidence of learning.
Ask yourself if you have done everything possible to ensure success. Are
there changes that need to be made? What practices have I used to
ensure that student behaviors will support successful learning?
o Release the Lesson
This section is for independent practice of the of the material taught during
the lesson. Ensure that students are practicing correctly.
Retain for Mastery

o Review
This portion is for reviewing the lesson so far. How did we get here? What
did we learn and how did we learn it? Provide students with opportunities
to re-examine what they learned in Teach the lesson and practiced in
Release the Lesson.
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o Student Reflection
How do the students feel about the work they have done so far? Do a
confidence check. How ready are you to.? If the confidence is not
there, more practice might be in order. If they are really unsure, you may
have to go further back. The idea here is to find out from the class where
they are with the material and if they are feeling success with it. We are
trying to develop confidence and competence in our students.
o Concept Confirmation
Here, we go back to the supra-concept to review and connect. Given
what we have learned, how does that inform what we know about our
concept? Make sure you connect the specifics to the big picture.
o Assessment
Assess the students using the assessment, you shared with them in the
introduction. Use this information to examine where the class is and
where to go next.
NUA Instructional Strategies
The instructional strategies that are at the heart of NUA are:

o Research-based
Cognitive Research on how people learn
Literacy Research
o Draw on the understanding that children bring different skills and strengths
to the learning experience.
o Based on the approach that there is no single strategy or approach that is
universally effective for all grade levels, subject areas, classroom, etc.
o In addition, a strategy may or may not be useful or effective for every
teacher or student.
o There is no definitive list of strategies.
o Strategies are used as vehicles for encouraging teachers to think about
instruction in more effective ways.
NUA Explicit Strategy Instruction

The Explicit Strategy Instruction frame provides learners with vital information about a
strategy and why it is being taught in a particular learning situation. As you use the
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frame it becomes a scaffold for the student. This scaffold aids students in recalling
information about a particular strategy and what the strategy does.
Today I am going to teach you about <insert name of strategy>.

A <insert name of strategy> is used for ___________________.
It is ______________________.
This is how you draw the primitive: <draw primitive>.
NUA Strategy Sources

The NUA Strategies primarily come from four sources. These are listed below. The
author of a strategy that does not come from one of these sources is noted under the
strategy title. There is a bibliography of these titles and more at the end of the book.
NUA Essential Strategiesmeant to be introduced in the first two years.

These are found in the booklet they gave participants. These strategies are
marked by a .
Thinking Strategies for Student Achievement by Nessel and Graham

provides many strategies listed below and are endorsed by NUA.
Writing As Learning by Rothstein and Lauber provides many writing

strategies listed below and are endorsed by NUA.
Thinking Maps Tools for Learning by David Hyerle
Phonics & Vocabulary Building Guidebook by Augusta Mann
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Comprehension
Pre-reading
Key Word Prediction

Thinking Strategies p.115
This priming activity is best used with expository text to activate prior knowledge
and generate interest in reading the assigned text.
Choose a topic and put the topic and 8-15 words related to that topic that appear
in the text. Students speculate how these terms relate to the topic. Student read
the text and then review what they have learned compared to their earlier
predictions.
Strip Story (Scrambled Sentences)

This priming activity helps students develop familiarity with a topic and structural
features of text. They must reason logically about the order of ideas in a text.
Prior to reading a passage, students receive sentence strips that make up a
passage. Groups arrange the sentences in the way they think makes the most
sense. Groups review each others arrangements and then revise their own.
Students read the original text, revise their arrangement and discuss the
information. Students reflect on what they learned about the topic. With younger
students use 3-4 sentences.
Anticipation Guide
This priming activity helps students activate prior knowledge and reflect on the
topic being studied.
Students receive a sheet with several declarative sentences about the topic they
will be reading about. The students decide if they agree or disagree with each
of the sentences by putting an A or D after each statement. After completing
the sheet, students gather in groups to discuss their answers and share why they
agreed or disagreed with the topic. Students read the text and then review,
revise and discuss what they learned from the text with their answers in the
Anticipation Guide. Typically anticipation guides are used with informational text
to prepare students for new information.
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Essential Summaries
Augusta Mann
This strategy is a comprehension strategy meant to expose students to the major
ideas in an upcoming chapter or unit of study using recitation, discussion and
repetition.
First you must have a written summary of important concepts and information of
a chapter, unity or section of a text to be read. The summary is edited so that it
contains only essential information and its length and rhythmic flow make it
memorable when read aloud. The summary is written on a chart. Identify all
vocab that students will need to know for the text selection. Prepare to introduce
these words to students for study. Next introduce the topic to the students and
introduce and discuss the vocab. On day 2 review the vocab and introduce the
summary of the text in a rhythmic voice/style. Model the way you want the
students to recite the passage with you. After they have recited the passage
put it away and go on with your day. The next day repeat the process. On the
third day, begin again in the same way but continue by discussing what the
students know about the topic. Finally - read the text. Teachers can develop this
introduction for each unit of study/ topic to be studied and it can be given to those
students who are academically behind so that they can begin to study and learn
the major concepts to be taught prior to the other students.
Flash Cards for Mastery

Phonics and Vocabulary Building p. 57
This strategy helps students build fluency of key vocabulary for a text or
passage. This strategy is used to master the words not to introduce the words.
The words used for this activity/ strategy should have first been introduced using
a companion strategy such as Highly Recurring Phonic Elements and Phonic
Pattern Hopscotch (see pages 57-62 in Manns Intensified Accelerated Reading
System: Phonics and Vocabulary Building Guidebook). Make three flashcards
for each word. One card has just the word. The other two cards have the word
plus one or more of the phonic clues (written in small print at the top) or
phongrams. A pack of flash cards generally has 65-85 cards (about 20-30
words). Flash the cards to the students at a very quick pace. The ones that are
not instantly recognized need to be re-taught and the ones that are considered
mastered. After the students have mastered all of the words, then begin to read
the words in phrases and sentences and practice the first page of the story/ text
that will be introduced. Once this has been completed the students are ready
to read the text and they will dramatically improved their chance of being able to
read the text independently and comprehend what has been read.
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List Group Label

This strategy helps students familiarize themselves with the vocabulary of the
text prior to reading and helps them predict what the text will be about. First,
choose 20 25 important words from the text or the upcoming unit of study.
Pass out the words to students organized in small groups the words should be
on separate cards. Students will read the cards and try to organize them in
logical groups and then label each group and then predict what we will be
reading or learning about in this unit of study.
Possible Sentences
This pre-reading strategy gives students several words from the text prior to
reading and they are asked to create plausible sentences with them, which they
share and discuss with a partner or in small groups. It sets a purpose for reading
and provides motivation for reading. Researchers found that the discussion of
their sentences was the key factor in increasing comprehension of the text
especially for ESL students.
Select 5-6 important words from the text that can be used in different ways.
Choose some words that are familiar to students and some that may not be.
Each students should write sentences that contain at least two of the words in
each sentence. Share sentences with the whole class. Underline or highlight the
provided words in the sentences. Have students read the text and see how the
author used the words. Highlight the words in the text and discuss the authors
sentences. After reading the text, ask the students to decide if the sentences
they created are a reasonable fit for the text or not. You can ask students to
write new sentences, not looking at the text, that help them remember key
concepts and ideas from the text using the 5-6 words.
During Reading
Read Talk Write

Thinking Strategies p. 155
This during reading strategy supports comprehension through short, focused
reading and discussion and writing.
Students establish partners and decide who is A and who is B. Students read a
short passage individually and silently. When both partners have completed the
passage they close the book and each person re-tells what they read. After each
person shares, each person records a summary of the passage. In K-1 teachers
may need to do this as a whole group and read and write for students.
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Read Draw Talk Write

This strategy is a variation of Read Talk Write and its basically the same idea
with the exception that before students re-tell what they read they draw
representations of what they read.
Key Word Notes

This during reading strategy supports comprehension and focuses attention on
important and relevant information.
Students work in pairs with a Key Word Notes from. Everyone reads assigned
passage individually and silently. Students record, in Box 1, 4 key words that
help them remember the important points of the assigned passage. Students
compare their 4 words with a partner and tell why they chose the words they
chose. Students repeat this process until the all segments of the text have been
read. In the final box (5), students close the book and choose 4 key words that
summarize the entire text read so far. This strategy is best used with students in
grade 3 and older.
DRTA: Directed Reading-Thinking Activity

This during reading strategy supports comprehension by generating and
justifying predictions while reading the text. It helps students infer what might
come next and allows students to develop the ability to make reasonable and
thoughtful predictions.
Divide text into multiple parts. Students read part 1 and make predictions on
what will happen next and why. Students should present their ideas in a small
group and share predictions. Students read the next part of the text and
confirm/revise their predictions and then make new predictions for the next part
of the story.
This strategy works best with narrative text and also works with films.
CLOZE Procedure
This strategy provides students an opportunity to use context clues to identify
words that have been deleted from the text. It can be used to practice a reading
strategy or it can be used as an assessment for comprehension.
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The teacher provides a passage with the first and last sentence intact and
starting with the second sentence, delete every _nth word (typically 9th).
Students read text individually and fill in the blanks. After completing the
passage, students discuss the words they chose and why in small groups.
Provide the deleted words after everyone has shared what they think.
If using it as an assessment:
o 60% correct = independent level
o 41-59% correct = instructional level
o 40% or less = frustration level
On p. 35 there is a list of accommodations that can be made for students who
struggle with this strategy. FYI Sudoku puzzles are non-linguistic analogues of
the cloze procedure. They develop and refine the same kind of inferential
thinking abilities and can be an interesting alternate way of engaging students in
this important thinking process.
Facts and Inferences

Helps students learn to distinguish between explicitly stated information and
information that can be inferred from available evidence. Start with a few simple
sentences that can be used to make one or more inferences. Explain the
difference between explicit and implicit information. As students get more
comfortable making inferences, choose longer text that requires the student to
recognize more subtle inferences. As students feel comfortable with this skill
help them identify between explicit information, implicit information and opinions.
Example: The sky darkened as gray clouds gathered overhead, and a strong
wind began to blow. The people on the street opened their umbrellas.
Note-taking
Note-taking while reading is a strategy for recording and organizing important
information in order to understand and remember it. There are several different
methods for note-taking explained in the chapter which include:
o Double-entry notes one side is key ideas and information the other
side is summaries and graphics
o Notes as graphics notes kept in the form of thinking maps
o Main idea/ Detail notes main idea goes at the top of a page and
supporting details go under
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o Cornell system Students record as many facts/ideas in the right hand

column, after class they reduce or question the info to key words, phrases
or questions in the left hand column, students cover up the right hand
column and use the words in the left to help them recall as much as the
inform as they can, next they reflect on the info, review the notes several
times using this method, and then at the bottom of the page they should
summarize the notes with key ideas.
o W3 Use a two page spread. Fold the page on the left hand side in
making two columns. Label the first column What I read. Label the
second column Whats in my head. The whole next page constitutes a
third column. Label it What my neighbor said. Interact with text (read,
view, listen). Summerize points that resonate with you in the first column.
In the second column, write what goes through your head while interacting
with the text. Why did you write down that point in the first column?
Discuss the text with a neighbor and take notes on what they said in the
third column.
In order to increase the effectiveness of comprehension and memory of the
content the students should use their notes after completing the reading.
Students can engage in Read Talk Write with their notes, they can complete a
Thinking Map using their notes, they can produce a thinking map and cover it up
and see if they can reproduce it independently, and they can review all their
notes and try to condense them to one page of the most essential words and
phrases that help the student recall key ideas, facts and concepts.
Paraphrasing
This strategy provides students practice restating content in their own words
without opinion. To teach paraphrasing, read a text aloud and after reading each
sentence paraphrase it in your own words and write it down (model). Repeat
the procedure with a new paragraph or text and ask students to help you
paraphrase each sentence. Finally, before having students paraphrase
independently ask them to practice this strategy with a partner using a new
paragraph or text. Ask students to read aloud what they produced to the class.
When reading expository text aloud continuously ask students What does
that actually mean? Say it in your own words.
SQ3R is a paraphrasing activity survey, question, read, recite, review.
Read Talk Write is a paraphrasing activity.
PQRST is a paraphrasing activity preview, question, read, summarize, test.
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Reciprocal Teaching
This strategy trains students to independently participate in a literature group or
the reading of text in a very structured and guided text discussion process. As
students read a text they engage in predicting, questioning, clarifying and
summarizing. Choose a text that can be divided into several parts with natural
breaks. Ask students to read the first part. One student will be responsible for
asking Questions about that section. The second students will ask clarifying
questions. The third student will ask everyone to predict what will happen next
and the fourth person will ask someone in the group to summarize what was read
so far. Use the chart on p. 168 and assign each student in a group of four a role
from that chart. After reading each section, the assigned person must ask a few
questions based on their role using some of the prompts from that chart. This
allows students a structure to follow in their conversation.
After Reading
Jigsaw
Divide longer reading assignments into equal segments. Divide your class into
groups of 4-5. Assign each member of the group a different part of the article.
Students read the article and then discuss it with other people who read the
same section their expert group. Next they return to their original group of 4-5
and each person shares what they eared. Encourage everyone to read the
whole article.
Journal or Learning Log

Journals and Learning Logs can be used in a variety of ways and one way is for
students to keep an ongoing response to the material they are reading. When
responding to reading it works best for students to divide the paper in two
columns and on the left side record facts and details from the text and on the
right side ask them to write their personal responses to what hey are reading
what reactions, questions, or interpretations of the text can they offer.
Note-taking
This strategy becomes an after reading strategy when you begin to use the notes
you recorded while reading to help you recall and remember the main idea and
key concepts of what you have read. See During Reading for more detail on
this strategy or refer to the Thinking Strategy book on p. 135.
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Paraphrasing
This strategy becomes an after reading strategy when you use the notes/
paraphrased you have recorded to study and retain the information. It provides
students practice restating content in their own words without opinion. To teach
paraphrasing, read a text aloud and after reading each sentence paraphrase it
in your own words and write it down (model). Repeat the procedure with a new
paragraph or text and ask students to help you paraphrase each sentence.
Finally, before having students paraphrase independently ask them to practice
this strategy with a partner using a new paragraph or text. Ask students to read
aloud what they produced to the class.
When reading expository text aloud continuously ask students What does
that actually mean? Say it in your own words.
SQ3R is a paraphrasing activity survey, question, read, recite, review.
Read Talk Write is a paraphrasing activity.
PQRST is a paraphrasing activity preview, question, read, summarize, test.
Think-Pair-Share
After a learning event students sit with a partner and respond to questions. A
question is asked and both partners are asked to think about the answer. Next
the partners will share their answers with their partners. Finally, the answer is
shared with the whole class. This can also be used as a during reading activity
also.
Readers Theater
RT involves students performing a play that they have created themselves from a
non-dramatic text. It is a form of genre switching. You may need to model this
several times, before asking students to do it independently.
Choose a text that is familiar to eth students and that lends itself to
dramatization. Reread the text with students and think aloud about where to
break it into sections (break at places that have natural turning points). Explain
that the sections will become different acts in the play. Reread each section and
note which characters are involved and what the action is. Decide if the text
needs a narrator. Use a Flow Map or a Comic Strip Model to sketch out the
events in each section. Use the flow map as a guide to write the dialogue (and
narration) for each section. Create a draft of the play and practice. After reading
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it aloud revise it. Prepare a final version and act out the play. If the text is
long, use the jigsaw method to assign different groups to different parts of the
text.
Quotable Quotes
Writing As Learning p.183
This strategy takes quotes from the text students have just read and allows them
to respond to the quote based on their beliefs, perspectives and opinions and/or
allows them to interact with a character from the story. In Rothsteins description
of the strategy, she has the students read the quote and then respond to a
question regarding the quote. Once they have responded to the question- they
apply their thoughts to a writing assignment like: write a persuasive letter, write
an explanation to, write a letter to advise, write a letter to ____ to describe ___,
etc.
WWWWHWho, What, When, Where and How

This specialized frame allows students to define or summarize what they know
about a person or concept. There are 4 beats to each line - including the first
word:
o Who ______________
o What ______________
o When ______________
o Where _____________
o How _______________
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Fluency
Flash Cards for Mastery

Phonics and Vocabulary Building p.57
This strategy helps students build fluency of key vocabulary for a text or
passage. This strategy is used to master the words not to introduce the words.
The words used for this activity/ strategy should have first been introduced using
a companion strategy such as Highly Recurring Phonic Elements and Phonic
Pattern Hopscotch (see pages 57-62 in Manns Intensified Accelerated Reading
System: Phonics and Vocabulary Building Guidebook). Make three flashcards
for each word. One card has just the word. The other two cards have the word
plus one or more of the phonic clues (written in small print at the top) or
phongrams. A pack of flash cards generally has 65-85 cards (about 20-30
words). Flash the cards to the students at a very quick pace. The ones that are
not instantly recognized need to be re-taught and the ones that are recognized
are considered mastered. After the students have mastered all of the words,
then begin to read the words in phrases and sentences and practice the first
page of the story/ text that will be introduced. Once this has been completed
the students are ready to read the text and they will dramatically improved their
chance of being able to read the text independently and comprehend what has
been read.
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Writing Strategies
Skills Practice
Imitation Writing
This strategy helps students develop grammar skills (grammar, usage, and
mechanics) as well as developing their vocabulary. It can be used as a warm up
or mini-lesson in writers workshop or as a lesson on grammar.
Select one or more model sentences. Students read the model and copy it on
their paper. Next students replace key words with synonyms. Finally they write
original sentences, on different topics using the same sentence structure/format.
With younger students, the imitation sentences can be compiled in a book.
Taxonomies ABCs of Word Power

Writing as Learning p. 23
This priming activity in the writing class can be used to generate vocabulary for
topical writing.
Each student lists A-Z on their paper and then tries to generate as many words
as they can about the assigned topic using the A-Z list as the first letters of the
words they are brainstorming. After working 3-4 minutes independently students
join a small group and share words. Next students walk around and look at
others list to cross-pollinate ideas. Students can use their taxonomies to
support their writing with precise vocabulary.
Roster of Names Taxonomy for Kindergarten and First Grade p. 30. Personal
Identity Taxonomy for personalget to know you information p. 31.
Composing with Keywords

Writing As Learning p. 35
This strategy helps students compose sentences using key words from a text or
related to a concept.
Students choose three words from a Taxonomy or Text. They compose one
sentence using all three words. The words can be changed (suffixes/ prefixes)
as needed. When you have completed your sentence you read it to your group.
It is read in this way: Here are my words:__,__,__ This is my sentence
______.
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Rothstein suggests a powerful use of Composing with Keywords is to pair it with

Taxonomies.
Freewriting
The purpose of freewriting is to build writing fluency and to generate ideas and a
rough draft about a certain topic. It is a pre-writing activity. Ask students to
choose a topic or give them a topic and ask them to write about that topic for 3-5
minutes without stopping for any reason. Dont worry about spelling, grammar,
punctuation, etc the idea is to keep writing and dont stop until the time is over.
Students can then use the parts of their pre-writing to organize their next piece of
writing and teachers can use pre-writing to help them determine how much a
student knows about a topic that may have been written about.
Good and Better

Augusta Mann
This strategy allows students to see how authors write using precise/ descriptive
words for accurate description and sentence fluency.
Choose sentences from texts that are excellent models of word choice and
sentence fluency. Re-write these sentences using general and plain language.
Record the plain language sentence under the heading Good and the authors
text under the heading Better. For three days, recite the Good and Better
sentences with no explanation. Be dramatic. After the third day discuss the
authors craft of word choice and sentence fluency and how the sentence
improved through precise descriptive words. Ask the students to choose
sentences from their own writing and try to write better sentences.
Saturation Reporting
This writing strategy helps students develop observation and reporting skills and
provides background knowledge and experiences to stimulate more interesting
writing.
Students choose a place to write about. They go to their chosen or assigned
location and observe that location and what is happening there. Take as many
notes as possible about what you see, hear, smell and any action that takes
place. After observing for a pre-determined length of time think of a general
impression you have of the place and jot that down the general impression
becomes the main idea of your report. Have students share their observations
and impression of the place with another student before writing about it. Ask the
students to use their notes to write an article about what they observed using
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their general impression as the main idea. Share the article with a group for
editing feedback. Make changes to the article and then publish the final draft.
Writing Frames
Frames of writing have only structural elements that serve as a guide for
students own writing. Such frames provide students with templates that allow
them to organize their thoughts in logical, written form. See pages 188191 in
the Thinking Strategies book for specific examples.
To learn more about Frames go to p. 100 in Writing as Learning by Rothstein.
Profiles
A Profile is a visual outline that helps the writer organize information about a
topic. They guide students in selecting specific info from written text, enabling
them to re-state or write the info in their own words. See p. 95 for an example.
ABC Stories
Writing as Learning p.107
Students tell a story starting each new sentence with the next letter in the
alphabet.
o A long time ago.
o Build your houses..
o Carl, the youngest pig..
Editing
Rothstein introduces practical strategies to teach students to edit as well as using
previous taught strategies to support editing such as Taxonomies. She has 4
Improvers of Writing that are important aspects to review during the editing
process. They are: adding significant info or ideas; deleting redundant or
insignificant information; substituting better words for weak or repetitive words (6
Traits) and moving or rearranging misplaced or poorly sequenced phrases or
sentences (6 Traits). She has a poster of this in student language on p. 211.
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Organization Formats for Genres of Writing
Reasons, Causes, Results

Students will learn and compare the basic organization formats for personal,
persuasive and explanatory essays.
One at a time, students will complete each of the starters and then compare the
distinctions between the written essays.
o There are three reasons why I(personal essay)
o There are three reasons why we should.(persuasive)
o There are three reasons why topic(explanatory)
Next students will write outlines (5) for each essay type. Students will then
practice writing three or four support sentences for each reason in each of the
forms.
Best used with grades 4 and higher and can be used to develop thesis
statements. The teacher should help students recognize the value in having a
tool for organizing ideas, thoughts and research as well as using clear language,
smooth transitions and supporting facts/ details.
Premises, Premises
This strategy provides a format for writing literary summaries or premises that
serve as the basis for further writing related to making a movie (treatment,
dialogue, reviews).
o Students read a story and imagine it as a film.
o Assign roles to each student: developer, producer, etc.
o Write the Premise Statement.
o Write the Character Profiles.
o Write the treatment.
o Prepare the storyboard.
o Write the dialogue. Create the costumes.
o Begin rehearsals.
o Write the credits.
o Film the movie.
o Edit the movie.
o View the movie.
See Writing as Learning for details.
This strategy is best used in grades 4 and higher but can be developed starting
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in Kindergarten with simple dramatic play based on nursery rhymes, fairy tales
and other genres of text. Add a new aspect to it at each grade until the students
are ready to create a movie in grade 4.
Personifications and Interactions

This strategy helps students learn how to write from an other persons point of
view. It can be used to write a letter or soliloquy. This strategy can also be used
to write a job application. Literature is ripe with animals behaving as people and
one way for students to practice writing a job application is to imagine what
animals would be good for different types of works and then ask them to fill out a
job application or write a letter of recommendation.
Select a literary or historic person, animal, topic, word, or idea. Read research
about one of the above. Learn the format of a letter or a soliloquy (see Writing as
Learning by Rothstein). Write a letter or soliloquy telling about yourself in detail.
Respond to the return letter or audience reactions.
This can be used to define vocabulary at any grade level in any subject.
Whos Who
This strategy helps students learn how to write memoirs, biographies and
autobiographies. It combines Taxonomies, Profiles, Frames and a variation of
Defining Format to guide students in their writing of these genres.
First, review Taxonomy, Meta-cognition and introduce Dual Taxonomy from
Writing as Learning on p. 93. Introduce Biographic Format and Biographic
Profiles from Writing as Learning Chapter 6. Use personal Profile to start
autobiographies and use Frames for autobiographic sketches.
I-Search Reporting
This strategy allows students to compose an original piece of expository writing
thats based on a question the writer poses and then answers by researching
information. Typically it is written in the first person and is conversational in tone.
It encourages students to write in their own style and use their own words.
Students choose a topic and investigate it. The investigate answers to questions
they pose themselves, they select and use a variety of sources of information,
and they write in their own way to describe the search they undertook and
convey what they learned about something of genuine interest to them. When
students have gathered enough information ask them to tell everyone what they
know about the topic in writing. Write in the first person as if they are simply
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talking to someone about the questions they had, whom they consulted, what
they did to find the answers and what they discovered or learned.
Grammar and Sentence Structure
Scrambled Word
Print the individual words from a simple sentence on small cards. Put the
scrambled words in an envelope. Give each group a scrambled sentence and
ask them to put the sentence together in a sentence that makes sense. Ask
students to read their sentence to the whole class to double check.
Sentence Stretchers
Teaching students how to write expanded sentences using major parts of
speech.
o Divide paper into eight columns.
o Go to slot 4 and label it Animals. Choose an animal and write in column
4 in its plural form.
o Slot 5 is labeled Verb. Enter a verb of locomotion keep verb in base
form.
o Go to slot 3 and label it Adjective. Enter an adjective think of a
powerful adjective.
o Go to slot 2 and label it Determiner need a word that determines an
amount or number it can be exact like three or inexact like some, may or
several.
o Go to slot 6 and label it Adverb - Enter an ly verb like angrily.
o Go to slot 1 and label it When. Write when this event occurred and be
sure to begin with a capital letter.
o Go to slot 7 - label it Where and write where this event is taking place.
o Go to slot 8 and label it Punctuation and put in the appropriate
punctuation.
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Vocabulary Development
Defining Format
This is a template to articulate and define the meaning of a word/term by asking
a question, stating a category, and providing defining characteristics.
Set up a double page spread divide the left hand page in half (columns). You
now have three columns. Label the columns QUESTION, CATEGORY,
CHARACTERISTICS. Write the Question (e.g. What is a lion?). Under the
questions, begin the answer: (A lion is a..). Move to CATEGORY and write the
category (animal, mammal, feline, etc.). Move to CHARACTERISTICS. List the
characteristics numerically. Compose a paragraph using the information from
the Defining Format template.
This is considered a writing strategy as well as a comprehension strategy. It also
can be used as a priming strategy for a unit or lesson as well as an assessment
tool. It can be used with a Double Bubble Map when making comparisons
between categories.
Morphology and Etymology

Every word has a story and this strategy helps students know and understand
the formation and history of words related to a subject or topic that focuses on
word patterns, spelling, grammar, and language history.
Teacher and students take the noun pretest on p.174 of Writing as Learning by
Rothstein. Build categories of nouns. Build categories of verbs. Introduce
Sentence Stretchers. Define parts of speech. Introduce morphology charts.
Practice different levels of morphology (see p.189 Writing as Learning by
Rothstein). Introduce the be verb. Begin etymology study. Build Taxonomies
of words from different languages and ethnic groups that are used in English.
Compose stories with words from different languages used in English. Write
ABC and acrostic stories.
The study of words is the study of language. The study of language is the study
of history. The study of history invites all different cultures and ideas in the
classroom and makes learning engaging and interesting for students.
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Act Out Adjectives and Adverbs

Augusta Mann
This strategy helps students memorize descriptive words and their definitions
through rhythmic call and response and repetition.
Make a list of adjectives and adverbs you want the students to master throughout
the year. You will be teaching 5-6 at a time until mastered. When ready to teach
choose a word and say it students will say it back in rhythm. Using one
action pantomime the word and students will pantomime it back. Repeat
procedure. Do this for @ 5-6 words. After the pantomime students will write the
word draw a picture (of the pantomime) and write a definition and a sentence
for each word. When these 5-6 words are mastered, introduce 6 more while
continually reviewing the words introduced before.
The Descriptive Word Lists in The Reading Teachers Book of Lists is an
excellent resource for this activity.
Dancing Definitions
Phonics and Vocabulary Building p. 20
This strategy is used to memorize important vocabulary related to a unit of study
or prior to reading a text using rhythm and repetition.
Choose words that are unfamiliar and/or familiar but difficult for the students to
articulate their meanings accurately. Introduce (not more than 8-10 at a time) the
words and discuss. Teacher and students discuss their own definitions and
experiences related to each word. After students have a general understanding
of the words create a dancing definition for each word. A dancing definition is a
phrase that defines the word in a rhythmic way. The most important words are
often repeated. A tag sentence is developed so the students have an example
of how the word is used in context. Record the word, definition and sentence on
chart paper and recite the words together. Student can learn 8-10 words every
2-3 days. As the students get used to the process and become proficient in the
process, they can begin to develop the definitions and tag sentences in small
groups and present their words to the class.
Waterfall
Norman Merrifield
The Waterfall is a priming strategy that is used to help develop concepts and
vocabulary. In this strategy the students develop a chant that describes or
defines a concept. The waterfall has 8 beats (seven steps and ends with A).
Here is an example describing Life:
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o Life
Love
Family
o Children
Work
Together
o Joy
A!
Rain Cloud
Norman Merrifield
The Rain Cloud is a priming strategy that is used to help develop concepts and
vocabulary. In this strategy the students develop a chant that defines a concept.
The rain cloud is a four bar exercise, with each bar consisting of four beats. The
first section of the Rain Cloud is held for two bars (8 beats). The next section for
one bar and the last section for one bar.
The Thing
Descriptor
Descriptor
Let it rain!
Definition
Jam out for 2 bars

(8 beats)
Descriptor
Chant descriptors and Let it

rain
For one bar (4 beats)
Chant definition for 1 bar (4

beats). Last word rhymes
with rain
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Phonics
Highly Recurring Phonic Elements and Phonic Pattern Hopscotch with

Phonic Pattern Word Lists
Phonics and Vocabulary Building p. 42, p. 51, p. 69
These strategies help learn how to decode words using patterns.
Prior to teaching the strategies students need to have mastered the sound
symbol relationships for letters and highly occurring phonics patterns. They
should also be familiar with the words you are decoding.
Over a period of a week the Highly Recurring Phonic Elements Chart is
introduced to students. Explain all the charts letter patterns and their
corresponding sounds and key pictures. As each pattern is introduced several
examples are given of words that have the same pattern in the initial, median or
final positions. After the overview of the chart is completed, lead the students in
a recitation of the names of the reference pictures and the sounds for each of the
phonic elements. Start with /er/, /ir/, /ur/, and /st/ and add 2 to 5 sounds a day.
Continue to review the sounds already introduced as your lead students through
the recitation of the entire chart. Refer to chart whenever a new word is
introduced using Phonic Pattern Hopscotch.
Phonic Pattern Hopscotch is a process for decoding words starting with patterns
that students know from the Highly Recurring Phonic Element chart. The
patterns that are familiar are present first and then the remaining consonants and
vowels are added in either direction, to front and back to complete the word.
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Thinking Maps
The Frame
Thinking Maps Tools for Learning p. 1-20
This strategy is used to help students explore multiple perspectives, evaluate and
question sources of information and provide information about their own prior
knowledge and acknowledge the source(s) of that information.
Draw a frame around any map. Students should examine the information that
already exists on the map and ask themselves. Why do I think about it in that
way? What is influencing or shaping my understanding? What prior knowledge,
experiences, emotions, customs, beliefs, values and cultural influences are
shaping my understand of this thing, idea, topic or concept? From what
perspective am I viewing and understanding this thing? How do I know what I
know? Where did I get my ideas? What other perspectives exist?
Students record their ideas in the Frame of Reference around the outside of the
map. Students could: prioritize, assess, question or categorize the influences
try to identify which perspective or points of view are missing identify which
filters seem to dominate: emotional, spiritual, familial, political. Students should
think how someone else might perceive the same topic think about other/
different perspectives.
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Circle Map
Thinking Maps Tools for Learning p. 1-20 1-23
This map is used to Define in Context. It answers the questions: What do you
know or what would you like to a topic? How would you define this thing or idea?
Choose a word or concept to define put the word in the center circle. Generate
what everyone knows about the idea or concept and write it around the circle and
inside the greater circle.
Bubble Map
This map is used to DESCRIBE. It answers: What are the attributes, qualities,
traits, characteristics and properties of the person/object/idea I am trying to
describe.
Place a word in the center bubble that will be described. What does it look like/
feel like/ etc.? Students generate words to describe the thing by using
adjectives. Each word is a new bubble added around the center bubble.
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Double Bubble Map

This map is used to COMPARE and CONTRAST.
It answers: How are these things, ideas, etc. similar and different? How are they
alike? What are the corresponding qualities to compare and contrast? Are they
more alike or different? What are the most important qualities that are similar
and different?
Put two things in circles that will be compared/contrasted. Record similarities in
bubbles between the two circles. Record differences in bubbles on the opposite
sides of the circles (not between them).
Flow Map
This map is used to SEQUENCE. It answers the questions: What is the
sequence, order or process of this thing or event? How can I sequence this
information or these ideas? What happened first, next, last?
Choose a topic or concept that lends itself to sequencing. Put one item in each
box in the correct sequence for example the events of a story.
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Tree Map
This map is used to CLASSIFY. It answers the questions: How can I group or
categorize these things? What other things belong in this category? Does a
thing or idea fit into more than one category? What are the ways to classify
these things? What are the types of things?
Choose a concept that can be broken down into different groups. The concept
goes in the first box, the next set of sub-groups go in the next set of boxes and if
the sub-groups can be broken down into smaller sub-groups those ideas would
go in the next set of boxes.
Brace Map
This map is used to ANALYZE WHOLE TO PART RELATIONSHIPS OF
PHYSICAL OBJECTS. It answers the questions: What are the parts of this
whole object or concrete thing? What are the major, minor and subparts that
make the whole? The name of object goes in the first box. The subparts go in
the next set of boxes. If those subparts can be broken down into smaller parts
a new set of sub-groups are created.
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Bridge Map
This map is used for ANALOGIES. It answers the questions: What is the similar
relationship between these two relationships? How does this system or
relationship remind me of another relationship? How are these words related?
Students choose a particular concept and look for relationships within that
concept.
Students identify the relating factors that links the relationship and write that word
that bridges the connection to the line to the left. Students should write the next
pair of words that relate to each other in the same way that the first pair relates.
Read the bridge map from top to bottom with the relating factor in the middle.
Keep the map up and keep extending it if possible.
Analogies are presented in the Thinking Strategies book on p. 13. Studying and
creating analogies helps students develop comprehension of vocabulary and
concepts as they improve their reasoning ability and their critical thinking skills.
as
Relating factor
Multi-Flow Map
This map is used to show CAUSE AND EFFECT. It answers the questions:
What are the short term and long term effects of this event, issue or action?
What were the causes? How does this system work? Choose a topic/concept
that demands a cause and effect thinking or reading. The main event/topic goes
in the box in the center. Brainstorm the causes for that event and put those
ideas in boxes in front or to the left of the center box. Brainstorm effects and put
those ideas in the boxes after or to the right of the center box.
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Graphic Organizers
Graphic organizers are discussed on p. 75 of the Thinking Strategies book.
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Concept Development
Cubing
This strategy can be seen as a vocabulary or concept development strategy and
it works best with concrete objects such as a book, rule, apple, backpack OR a
phenomena or event such as a thunderstorm, lunchtime in the cafeteria, taking a
test, etc. Cubing is a thinking activity that encourages students to explore
meanings of a given object, concept, or phenomenon from six perspectives
describe, compare/contrast, associate, analyze, apply, and argue for or against.
Give students a concept or topic and have them write about each category in
small groups and then share with the other groups.
Frayer Model For Concept Development

This process involves contrasting examples of the concept with non-examples,
determining essential and non-essential characteristics, and organizing the
information into a chart.
Tell the students the purpose of the strategy is to refine and deepen their
understanding of a concept. Put a word in the middle of a chart that has been
divided into 4 sections. Top left is labeled examples and top right is labeled nonexamples. Bottom right labeled essential characteristics and the bottom right is
labeled non-essential characteristics. Have students fill in the chart using the
word in the center and the labels as their guide. Students could cut out or draw
pictures to make this a visual representation. A variation of this is to leave the
center circle blank and give the students information in the four different areas
and see if they can figure out what the concept is from the info in the chart.
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Waterfall
Norman Merrifield
The Waterfall is a priming strategy that is used to help develop concepts and
vocabulary. In this strategy the students develop a chant that describes or
defines a concept. The waterfall has 8 beats (seven steps and ends with A).
Here is an example describing Life:
o Life
Love
Family
o Children
Work
Together
o Joy
A!
Rain Cloud
Norman Merrifield
The Rain Cloud is a priming strategy that is used to help develop concepts and
vocabulary. In this strategy the students develop a chant that defines a concept.
The rain cloud is a four bar exercise, with each bar consisting of four beats. The
first section of the Rain Cloud is held for two bars (8 beats). The next section for
one bar and the last section for one bar.
The Thing
Descriptor
Descriptor
Let it rain!
Definition
Jam out for 2 bars

(8 beats)
Descriptor
Chant descriptors and Let it

rain
For one bar (4 beats)
Chant definition for 1 bar (4

beats). Last word rhymes
with rain
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Priming For Units of Study
Taxonomies: ABCs of Word Power

This priming activity allows students to share what they know about a particular
topic in a unique format. It is best used when priming for a unit of study not just
one passage. Each student lists A-Z on their paper and then tries to generate as
many words as they can about the assigned topic using the A-Z list as the first
letters of the words they are brainstorming. After working 3-4 minutes
independently students join a small group and share words. Next students walk
around and look at others list to cross-pollinate ideas. Students read the text or
begin the unit of study. After reading or at the end of the unit of study students
can use this strategy to show how much they have learned or compare their
progress by comparing before/ after lists.
Roster of Names Taxonomy for Kindergarten and First Grade p. 30
Personal Identity Taxonomy for personal get to know you information p. 31
Metacognition
Similar to a KWL chart, this notebook strategy allows students to track their
learning as well as activate prior knowledge.
Students need a notebook and set up two pages that they can see at the same
time when the notebook is open. On the first page write Metacognition at the top.
Skip a line and write, I know that I know something about.Skip a line and
write, First, Move to the middle of the page or go to the next page and write, In
addition, Go to the middle of the page and write, Finally, Go to the bottom of
the page and about two lines from the bottom write, Now that I know something
about. This statement will then be followed by three supporting statements
and a conclusion that is written as Now you know something that I know
about.
This is considered a writing strategy as well as a comprehension strategy.
o
o
o
o
o
I know that I know something about ______.

First,
In addition,
Finally,
Now you know something that I know about ______.
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Essential Summaries
Augusta Mann
This strategy is a comprehension strategy meant to expose students to the major
ideas in an upcoming chapter or unit of study using recitation, discussion and
repetition.
First you must have a written summary of important concepts and information of
a chapter, unity or section of a text to be read. The summary is edited so that it
contains only essential information, and its length and rhythmic flow make it
memorable when read aloud. The summary is written on a chart. Identify all
vocab that students will need to know for the text selection. Prepare to introduce
these words to students for study. Next introduce the topic to the students and
introduce and discuss the vocab. On day 2 review the vocab and introduce the
summary of the text in a rhythmic voice/style. Model the way you want the
students to recite the passage with you. After they have recited the passage
put it away and go on with your day. The next day repeat the process. On the
third day, begin again in the same way but continue by discussing what the
students know about the topic. Finally - read the text. Teachers can develop this
introduction for each unit of study/ topic to be studied and it can be given to those
students who are academically behind so that they can begin to study and learn
the major concepts to be taught prior to the other students.
Carousel Brainstorming
It is a cooperative group activity developed to help the entire class generate
ideas about an upcoming unit of study. It can also be used at the end of a unit of
study to restate information or study for a test/ assessment.
Divide the students into teams. Each team will start at one of the charts you
have posted throughout the room. Each chart contains a question or a concept
that the teams will write down what they know about that question/ concept or
term. After a stated period of time the teams will move clockwise to a new
chart read what has been written, add new ideas, elaborate on ideas that are
there or write their same ideas in new words. Each team will go to every chart
until they return to their original chart. The team should discuss what has been
added to the chart and state whether they agree or question the ideas that have
been added (but not to criticize those new ideas). Each team should present two
or three things that were important in their conversation to the whole class.
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KWL Chart
This strategy is for activating prior knowledge about any given topic.
o Under K on the chart students write what they know about the topic.
o Under W on the chart students write what they want to know about the
topic.
o Under L on the chart students write what they learned (after the unit of
study or text).
List Group Label

This strategy helps students familiarize themselves with the vocabulary of the
text prior to reading and helps them predict what the text will be about. First,
choose 20 25 important words from the text or the upcoming unit of study.
Pass out the words to students organized in small groups the words should be
on separate cards. Students will read the cards and try to organize them in
logical groups and then label each group and then predict what we will be
reading or learning about in this unit of study.
Quotable Quotes
This strategy takes quotes from the text students have just read and allows them
to respond to the quote based on their beliefs, perspectives and opinions and/or
allows them to interact with a character from the story. In Rothsteins description
of the strategy, she has the students read the quote and then respond to a
question regarding the quote. The quote and question relate to the concept you
are teaching in your upcoming unit of study and you are eliciting the thoughts,
beliefs and prior knowledge of the students to reflect on that concept. If the
concept you are introducing has to do with freedom you may present a quote
from a former slave, Quaker or politician in regards to freedom. Ask the students
a question regarding their beliefs about the statement and finally have them write
their response to the question. The written response can be in the form of an
essay, letter, poem, etc.
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Math Problem Solving
RAT Math (Read and Think Math)

Students use this strategy to read word problems by focusing on one part at a
time and speculating on what the question will be and on what steps they will
have to take to solve it. As a result they learn to analyze problems more
effectively and solve them with greater skill and accuracy. Provide a word
problem with several sentences and the question at the end. Separate the
problem into three or four parts. Show each part in order, and after showing
each part, ask the students to speculate what the question will be at the end and
what operations will be needed to get the correct answer. Then see if they can
tell you what information is missing, that they still need to check to see if their
prediction is accurate or not. When you read the actual question ask the
students to solve the problem.
Geography
Where in the World
The strategy Where in the World combines teaching the students an organizational
system of geographic locations with Taxonomies; Composing with Keywords,
Metacognition; Defining Format; Morphology and Etymology; Profiles and Frames;
Reasons, Causes, Results and Whos Who. The organizational system is based on the
geopolitical concept that much of the world currently consists of political divisions
created by humans and natural divisions created by forces of nature.
42
NUA Strategies
Revised 4/23/08
Concepts
Concepts are deep and essential understandings those understandings that drive us
and govern our sense of purpose.
Caine and Caine
Deep knowledge transfers across time and cultures and provides a conceptual
structure for thinking about related and new ideas. H. Lynn Erikson
Higher complexity moves from facts to concepts for enduring understanding
Higher complexity requires critical, conceptual, and creative thinking
Topic-based/Fact-based curriculum is boring.
In a thinking classroom, facts become tools to develop concepts and

generalizations and become building blocks to support conceptual learning.
As factual coverage increases, conceptual engagement decreasesalong with

motivation for learning.
Motivation is intrinsically generated by the conceptual mind.
Concept List
Supra Concepts
Constancy and Change
Unity and Diversity
Society
Relation
Science
Living Things
Energy
Matter
Power
Measurement
Number and Numeration
Geometry
Curricular Concepts
Adaptation
Balance
Boundaries
Bravery
Change
Community
Conflict
Courage
Culture
Cycles
Energy
Environment
Evolution
Exploration
Extinction
Family
Freedom
Frontiers
43
NUA Strategies
Revised 4/23/08
Environment
Invention
Interdependence
Innovation
Language
Migration
Order
Patterns
Power
Preservation
Relationships
Revolution
Structures
Symbols
Systems
Unity
Content Concepts
Based on the work of H. Lynn Erickson
Number
Proportion
Ratio
Probability
Perimeter
Rate
Domain
Ordered Pairs
Scale
Vectors
Rates of Change
Mathematics Concepts
Unit of Measure
Slope
Line
Equivalence
Point
Symmetry
Correlation
Shape
Chance
Congruence
Volume
Area
Decimals
Fractions
Central Tendency
Range
Odds
Coordinates
Trends
Expression
Risk
Intersection
Matter
Energy
Transfer
Force/Power
Interdependence
Model
Behavior
Evolution
Organism
Cell
Speed
Environment
Science Concepts
Development
Ecosystem
System
Diversity
Traits
Population
Behaviors
Equilibrium
Reproduction
Motion
Differences
Fertilization
Mass
Heredity
Distance
Mutation
Temperature
Cycle
Heat Flow
Scale
Sound
Action/Reaction
Patterns
Identity
Sampling
Function
Variable
Prediction
Angle
Percent
Symbols
Series
Distribution
Properties
Relative
Magnitude
Order
Structure
Interaction
Substance
Similarities
Change
Conductivity
Volume
Magnetism
Properties
Density
44
NUA Strategies
Revised 4/23/08
Culture
Patterns
Perspective
Policy
Communication
Systems
Common Good
Location/Place
Space/Regions
Resources
Order
Transportation
Movement
Rhythm
Balance
Pattern
Variation
Technique
Expression
Color
Line
Form
Melody
Style
Social Studies Concepts

Role/Status
Leadership
Government
Similarities
Limits
Differences
Behavior
Conflict
Supply/Demand
Cooperation
Needs/Wants
Traditions
Origin
Interdependence
Ethics
Groups
Environment
Institutions
Power
Change
Justice
Continuity
Time
Values
Art Concepts
Tone
Harmony
Color/Timbre
Dramatization
Image
Imitation
Sound
Synchronicity
Movement
Imagination
Composition
Repertoire
Craftsmanship
Value
Elaboration
Texture
Critique
Angle
Change
Tone
Function
Pitch
Action
Tempo
Rights/Responsibilities
Influence
Exchange
Freedom
Equality
Citizenship
Identity
Laws/Rules
Incentives
Beliefs/Customs
Consumption
Markets
Aesthetic
Space
Time
Energy
Fluency
Originality
Structure
Flexibility
Mood
Character
45
NUA Strategies
Revised 4/23/08
Resources
Foundational Texts for Teaching and Learning Strategies
Thinking Strategies for Student Achievement: Improving

Learning Across the Curriculum, K-12
Denise Nessel and Joyce Graham 2007 (Second Edition)
Corwin Press 1-800-818-7243
ISBN 1-4129-3881-3
Writing As Learning: A Content Based Approach

Andrew and Evelyn Rothstein and Gerald Lauber 2007 (Second Edition)
ISBN1-4129-4961-0
Write for Mathematics

Andrew and Evelyn Rothstein and Gerald Lauber 2007 (Second Edition)
ISBN1-4129-3994-1
Thinking Maps: Tools For Learning

David Hyerle
Thinking Maps. Inc. 1-800-243-9169
(Three Ring Binder you receive when you go through the training). For more info
go to www.thinkingmaps.com
Phonics and Vocabulary Building Guidebook

Augusta Mann
Manns Intensified Accelerated Reading System 1-800-893-3073
For more information go to the website at www.successfulteachers.com
46
NUA Strategies
Revised 4/23/08
Foundation Texts to Learn and Discuss Issues of Racial Equity
Other Peoples Children: Cultural Conflict in the Classroom

Lisa Delpit
New Press, New York
ISBN 1-56584-180-8
The Dreamkeepers: Successful Teachers of African American

Children
Gloria Ladson-Billings
Jossey-Boss, San Francisco, California, 1994 ISBN 0-7879-0338-8
Shooting For Excellence: African American and Youth Culture in

New Century Schools
Jabari Mahiri
Teachers College Press, New York, New York, 1998
ISBN 0-8141-4463-2
Accommodating and Educating Somali Students in Minnesota

Schools
Mohamed Farid and Don McMahan
Hamline University Press, St. Paul, Minnesota, 2004
ISBN 0-9723721-4-8
47
NUA Strategies
Revised 4/23/08
Foundation Texts for Learning and Brain Research
Discovering and Exploring Habits of Mind

Arthur L. Costa and Bena Kallick
ASCD, Alexandria, Virginia, 2000
ISBN 978-0-87120-368-7
Teaching with the Brain in Mind 2nd Edition

Eric Jensen
ASCD, Alexandria, Virginia, 2005
ISBN 978-1-4166-0030-5
How People Learn: Brain, Mind, Experience, and School

John D. Bransford et al.
National Research Council
National Academy Press, Washington, D.C. 2000
ISBN 0-309-07036-8
48

Nua Strategies Overview

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NUA Strategies:

National Urban Alliance

All students benefit from a focus on high intellectual performance.

Learning is influenced by the interaction of CULTURE, LANGUAGE, and

Expectation of high intellectual performance for all students.

Student learning and growth that demonstrates HIP on a variety of measures.

Professional development that motivates teaching toward HIP.

NUAs 5 Critical Experiences

Responding to a variety of texts (fiction, non-fiction, expository, etc.)

NUAs 3 Stages of Learning

Priminggetting ready to learn, recalling prior knowledge

NUA Pedagogical Flow Map

Retain for Mastery

NUA Instructional Strategies

The instructional strategies that are at the heart of NUA are:

NUA Explicit Strategy Instruction

Today I am going to teach you about <insert name of strategy>.

NUA Strategy Sources

NUA Essential Strategiesmeant to be introduced in the first two years.

Thinking Strategies for Student Achievement by Nessel and Graham

Writing As Learning by Rothstein and Lauber provides many writing

Thinking Maps Tools for Learning by David Hyerle

Phonics & Vocabulary Building Guidebook by Augusta Mann

Key Word Prediction

Strip Story (Scrambled Sentences)

Flash Cards for Mastery

List Group Label

Read Talk Write

Read Draw Talk Write

Key Word Notes

DRTA: Directed Reading-Thinking Activity

Facts and Inferences

o Cornell system Students record as many facts/ideas in the right hand

Journal or Learning Log

WWWWHWho, What, When, Where and How

Flash Cards for Mastery

Taxonomies ABCs of Word Power

Composing with Keywords

Rothstein suggests a powerful use of Composing with Keywords is to pair it with

Good and Better

Organization Formats for Genres of Writing

Reasons, Causes, Results

Personifications and Interactions

Grammar and Sentence Structure

Morphology and Etymology

Act Out Adjectives and Adverbs

Jam out for 2 bars

Chant descriptors and Let it

Chant definition for 1 bar (4

Highly Recurring Phonic Elements and Phonic Pattern Hopscotch with

Double Bubble Map

Frayer Model For Concept Development

Jam out for 2 bars

Chant descriptors and Let it

Chant definition for 1 bar (4

Priming For Units of Study

Taxonomies: ABCs of Word Power

I know that I know something about ______.

List Group Label

Math Problem Solving

RAT Math (Read and Think Math)

Higher complexity moves from facts to concepts for enduring understanding

Higher complexity requires critical, conceptual, and creative thinking